Inclusive Education for Learners with Down Syndrome - Literature review Example

Running Header: Inclusive Education for Learners with Down syndrome Client inserts his/her name Name of tutor Name of institution Course title Date of submission Intellectual disability or physical disability describes any disability that notably affects a person’s learning ability and development. The nature of disability varies in each individual although all people with intellectual disabilities have difficulties in learning, understanding, analyzing or thinking things out. Sometimes people may also have difficulty in acquiring competence in language, physical or social development. (Ashman, 2012) Education disability has been based to psycho-medical diagnosis of individual learner shortcomings. Learning difficulties were located in the learners themselves who were excluded from the normal learning set up and placed in isolated classrooms. It was considered that the learning deficits required special attention from special teachers and medical attendants who had the knowledge to design and implement special education programs. Psychologists, sociologists and behaviorists realized that this educational program did not assist the learners with intellectual disabilities but rather intensified their exclusion and marginalization in the society. (Collins et al, 2001) In today’s education systems, all students regardless of their personal predispositions have equal right to access and participate in education provisions in regards to their potential and abilities. One of the learner disabilities that need intervention in secondary school levels in Down syndrome. This is because, the cognitive aspects observed in Down syndrome is inconsistent with stronger visual skills than verbal. The learners have strong receptive skills for vocabulary but, exhibit problems in expressive language as well as grammatical skills. Nevertheless, variations are observed in children with Down syndrome across the population in regards to literacy development. (Ashman, 2012) Research findings on the intellectual ability of learners with Down syndrome can be critically analyzed by comparing the learners’ performance to a control group. However, debates have been stiffened about which is the appropriate criteria to choose comparison groups so as to get the best results. The studies are geared towards finding the best strategy for inclusive education for this kind of leaner. Aspects of Down syndrome considered include verbal and language ability and most of the researchers do not take into account other behavioral aspects that may affect the performance of learners with Down syndrome such as the motivational style. (Collins et al, 2001). Taylor & Harrington (2003) suggest that in reference to education, the research conducted indicate that the recent inclusive policies that advocate for mainstream education for children with Down syndrome affects the learners’ language abilities and academic achievements. The literature review below explores previous research issues tacked on literacy development in Down syndrome. There are numerous factors which need to be considered when including a student with Down syndrome in a regular English secondary classroom. According to Hughes & Carter (2008), intrinsic and extrinsic factors affect the child’s literacy developments hence need to be considered comprehensively. It has been established that children and young people with Down syndrome attending mainstream schools do better than their peers in special schools in reading and language. Therefore, emphasizing on the role of home environment is significant as it affects performance even in secondary school levels. Research put forward suggests that the home environment in literacy affect or rather influence the interest the learner with Down syndrome has in reading. Parental guidance and belief about reading influence how learners with Down syndrome in their propensity to ask questions especially in group or shared reading, receptive vocabulary and comprehension skills. It is noted by research that even though Down syndrome learners were given a wide range of reading materials, their reading ability could not surpass those students included in good literacy programs in normal schools. This is because many comprehension aspects provided in normal classrooms were highly neglected. (Mastropieri & Scruggs, 2001). According to Taylor & Harrington (2003), when the Down syndrome children are compared to typically developing learners, they are poorer in rime judgment, rhyme oddity and phoneme analysis. They are better however on those tasks that tap on phoneme counting, spelling and deletion. The children with Down syndrome could identify sounds at initial points although they found it difficult to identify rimes. It is however indicated that children in inclusive classrooms and those that were taught to read at an early age demonstrate well developed phoneme skills with minimal signs of rhyme deficits at secondary school level. In addition, verbal and non- verbal memory skills are better developed as well as naming and speech rates improved in an inclusive classroom set up. (Bryant et al, 2008) Reading ability is an area of relative strength for learners with Down syndrome and it should not be overlooked when designing instruction materials for an inclusive class. Although their level of achievement varies, learners with Down syndrome acquire literacy skills better in conventional classroom set ups. The reading skills entail cognitive ability, expressive skills and other receptive language skills. Phonological awareness is inclusive. However, previous researches show inconsistent results since many of them consider learners from different school backgrounds. (Taylor & Harrington, 2003). Word identification skills develop well in children with Down syndrome especially in secondary school level. Decoding abilities however lag behind as well as non- word reading deficits in learners with Down syndrome. However, learners in inclusive classroom set ups had no difficulty in reading and they could rely on grapheme-phoneme correspondences. Though reading accuracy improved in learners with Down syndrome, comprehension and memory was still limited in these learners than other learners in an inclusive classroom (Hughes & Carter, 2008). The Down syndrome disability has numerous impacts on learners across the secondary school years. For instance, letter knowledge is limited in learners with Down syndrome as compared to controlled groups. Reading difficulties are evident especially in areas of rhyme and few Down syndrome learners score well. Similarly, it is clear that reading in learners with Down syndrome is associated with understanding of grammar and auditory memory. Also their non-word reading skills always lag behind. (Norwich, 2008) It is precise that the Down syndrome learners suffer from hearing loss which consequently impacts their reading ability. Comprehension for literal facts is within the normal range in regards to research although the learners with Down syndrome have significant difficulty in answering comprehension questions that require them to make knowledge-based inferences. In general, reading comprehension is in line with wider language comprehension skills due to limited language skills in Down syndrome learners in excluded classroom set up. (Norwich, 2008). Literacy inclusive interventions for children with Down syndrome have been designed to cater for Down syndrome learners although they have not achieved the best results as indicated in the theoretical review above. It is clear that intellectual disability do not bar someone from learning. All that is required is enough support and training in order to develop skills which enable them to actively participate in daily life to their individual ability level. Depending on the degree of disability, remedial interventions, age and the opportunity to develop, children with Down syndrome are able to lead full, active and independent lives. (Hughes & Carter, 2008). Bryant et al (2008) argues that in inclusive education, mainstreamed Down syndrome students attend general education classes. This may include less rigorous education intellectual classes such as physical education classes, story book time classes and art lessons. The learners then may be allowed to attend lessons with other learners with like intellectual shortcomings. In my own opinion, the best inclusive strategy for learners with Down syndrome is interactive teaching and learning. It is prudent for learning institutions to foster an interactive classroom teaching environment for all students which give learners opportunities to interact with each other and thus engage in shared discovery and inquiry as argued by Mastropieri & Scruggs (2001). They therefore work together in solving problems and completing tasks. Some interactive engagement learning strategies include: mutual learner groups which bind students within numerous learning activities. This helps learners to assume the weaknesses that are within individuals as they apply their reading, listening, communication as well as their writing skills. In this manner, they are able to set common goals and strive to achieve them without considering the individual differences and abilities that exist within them. Through intensive language activities, knowledge of English language aspects improves. (Salend, 2011) In order to create culturally responsive and ability assorted classrooms, it is indispensable for teachers to collaborate with other professional and families with the aim of expanding the essential elements applicable in an inclusive classroom. Salend (2011) argues that families are very important if at all institutions wish to come up with instructional programs that cater for learners with disabilities. According to Taylor & Harrington (2003), parents are very vital in the teaching and learning process and thus they deserve to follow up the progress of their children in academics and their participation in other activities. Moreover, the instructions and teaching strategies should be developed in a way that they accommodate the needs of the learners by giving them opportunities to discover and tap their capabilities. Students, teachers and families should be active participants in helping learners develop in the academic and social activities that they can do best as indicated by Mastropieri & Scruggs (2001) Salend (2011) asserts that teachers can design and construct instructions that suit all learners and provide enough scaffolding and support students with Down syndrome such that they are able to participate in tasks that may seem to be beyond their reach in an inclusive classroom. It is important for inclusive education planners to include intervention promote reading comprehension strategies. An inclusive classroom therefore is appropriate since it exposes the learners to numerous language forms and sounds of words. (Bryant, 2008) In conclusion, if inclusion is implemented effectively, research has clearly demonstrated that all learners, both with special needs and ordinary learners benefit socially and academically. Learners develop healthy relationships and the learners feel more appreciative of their individual differences. In the long run, acceptance of diversity and true comradeship develops in the school and may influence attitudes at home and the community at large. Previous Down syndrome research is basically focused on the study of words and phonological knowledge. However, spelling skills, reading and comprehension skills are not taken into consideration and are often ignored areas. It is notable that all the areas of language are equally important and could offer much insight through the relationships established through research. However, more longitudinal research is required that advocate for mainstreamed education to give learners equal opportunity in the learning instruction process in inclusive institutions. (Loreman et al, 2011) The intervention methods mentioned above are very vital to an English teacher in a secondary level classroom that is mainstreamed. In order to form strong study groups, a teacher may employ songs, key words and repetitive phrases to make Down syndrome learners catch up with the normal students as well as make the lessons interesting. Nevertheless, the use of visual supports such as photos, organizational charts, mnemonics, personal spellers, color codes, manipulative, subject tabs and diagrams can be very helpful in making learners collaborate and appreciate one another effectively. The teacher should teach at a moderate speed, use fewer words and offer activities that relate to the learner’s level of ability. The teacher should locate supplementary materials on the learnt English topics for learners with Down syndrome or involve parents and friends to create the materials. (Mastropieri & Scruggs, 2001). According to Norwich (2008), it should be emphasized. School should be restructured so that all students learn together. Environmental and home factors should not be ignored since they affect the intellectual development of learners with Down syndrome. Other social factors such as the family and the school should also be considered critically. Teachers can design and construct instructions that suit all learners, use adequate scaffolding strategies. Advocate interactive classrooms with numerous participative outdoor and indoor activities; involve parents in the teaching and learning process as well as establish strong collaborative relationships with colleagues to develop good and effective instructional programs. According to Loreman et al (2011), some of the recommendations for how best to work with students with this disability include; the involvement of professionals other than teachers and agencies other than schools, in special needs education. It is prudent to provide appropriate materials and resources needed for effective learning of Down syndrome learners. I believe that pre-service and in-service education for teachers and all the stakeholders of special needs education programs is important as it improves their ability to develop and implement curricula appropriate to the needs and abilities of their students. Either, parental involvement is paramount because parents need support in their role as primary educators of their children. Most significantly, a continuum of educational services should be provided and appropriate instruction designs employed in ordinary schools such that learners with special education needs are not overlooked. I believe diversity should always be fostered and valued in inclusive education institution where all learners should be supported by all members of the school community. References Ashman, A. (2012). Contemporary cultures and education. In A. Ashman & J. Elkins (Eds.). Education for inclusion and diversity. (4th ed.). Frenchs Forest: Pearson Education Australia. Bryant, D., Smith, D. & Bryant, B. R. (2008). Teaching students with special needs In inclusive classrooms. Boston, MA: Allyn & Bacon. Collins, B. C., Branson, T. A., Hall, M., & Rankin, S. W. (2001). Teaching secondary students With moderate disabilities in an inclusive academic. Hughes, C. & Carter, E. (2008). Peer buddy programs for successful secondary school Inclusion. Baltimore, MD: Paul H. Brookes. Mastropieri, M. A., & Scruggs, T. E. (2001). Promoting inclusion in secondary classrooms. Learning Disability Quarterly, 24(4), 265‐274. Norwich, B. (2008). Dilemmas of difference, inclusion and disability: International Perspectives and future directions. London: England. Routledge. Loreman, T., Deppeler, J. & Harvey, D. (2011). Inclusive education: A practical guide to Supporting diversity in classroom: A practical guide to supporting diversity in the Classroom. (2nd ed.). Crow’s Nest, N.S.W: Allen & Unwin. Salend, S. J. (2011). Creating inclusive classrooms: Effective and reflective practices (7th ed.). Upper Saddle River, NJ: Pearson Taylor, G. R., & Harrington, F. T. (2003). Educating the disabled: Enabling learners in inclusive Settings. Lanham, Md.: Scarecrow Press. Read More